SEEING IS CONCEIVING: Textbook Design to Support Guided-Inquiry Instruction

（12）利用先前NSF项目开发的探究式课程（Living by Chemistry）和标准参考评估系统（ChemQuery）的结果，PI正在研究如何设计一种基于并增强引导性探究教学益处的教科书。正在解决的智力挑战是创建一本作为参考的教科书，以最好地提高学生在研究性课堂中的学习，而不会抢占教学模式的发现方面。原型教科书章节正在开发中，以研究学生和教师如何使用这些原型。教科书的章节正在发展：(1)给出明确的答案，同时展示导致这些答案的问题类型；(2)使用熟悉的宏观情境作为教学框架，不取代或稀释内容；(3)提供例证，弥合宏观经验的具体世界与物质微粒理论的抽象模型之间的认知鸿沟。正在特别注意插图的使用和有效性。原型在提高学生理解方面的有效性正在使用ChemQuery进行监测。

(12) Using the results from a prior NSF project that developed an inquiry-based curriculum (Living by Chemistry) and a criterion referenced assessment system (ChemQuery), the PI is studying how to design a textbook that builds upon and enhances the benefits of guided-inquiry instruction. The intellectual challenge being addressed is the creation of a textbook for use as a reference that best enhances students' learning in an inquiry-based classroom without preempting the discovery aspect of the pedagogical model. Prototype textbook chapters are being developed to study how students and teachers use the prototypes. The textbook chapters are being developed to: (1) give clear answers while demonstrating the kind of questions that led to those answers; (2) use familiar macroscopic contexts as pedagogical frames without displacing or diluting content; and (3) provide illustrations to bridge the cognitive gulf between the concrete world of macroscopic experience and the abstract models of the particulate theory of matter. Particular attention is being given to the use and effectiveness of illustrations. The effectiveness of the prototypes in improving student understanding is being monitored using ChemQuery.